Geographical Process or Global Injustice? Contrasting Educational Perspectives on Climate Change

Abstract

This exploratory study investigates how educators, student teachers, and environmental specialists understand climate change, climate justice, and climate change education. Thematic analysis of interviews and focus groups reveals two contrasting perspectives: teachers and student teachers tend to view climate change as a geographic issue solvable through individual action, while environmental specialists frame it as a global injustice demanding political, social, and economic mobilization. The study advocates for a critical, holistic approach to climate education that fosters political engagement and reflection, and calls for teacher education that supports understanding of the justice dimensions of climate change.